Patricia Carini's philosophy and ways of seeing and doing were born at a small, independent school in rural Vermont, but the reach of her ideas extended to teachers working in a variety of different settings. This article documents the impact of Carini's work on the practices of the staff at The Cedar School (pseudonym) a small, progressive, public elementary school in New York City. Through the use of Carini's processes, this multiracial group of teachers supported each other's growth as educators, built knowledge collectively, and pushed back against educational policies that oppress children, teachers, and families. In addition, the author reflects on Carini's impact on her work as a teacher educator at the Borough of Manhattan Community College, where she supports the ongoing development of a multiracial community of early childhood educators.